SEND

SEND Information Report 2017-2018

Overview of the school
St Bernard’s Primary School is a Catholic Primary school in the heart of Burnage, Manchester. Our main aims as stated in our Mission Statement are;

  • Our relationships will reflect the love of Jesus
  • We learn how to live happy, healthy and fulfilling lives
  • We grow into confident and responsible people
  • We help people in school, in Burnage and beyond
  • We learn best in a happy, safe, stimulating environment
  • We all enjoy learning and achieve well
  • We discover and develop our unique talents
  • We learn in different ways

Our job in school is to ensure all the children within our care achieve their very best and to do this we offer a broad and balanced curriculum, delivered through high quality teaching and learning.
We deliver high quality teaching to all of our pupils but for some, or all, of your child’s time here they may require additional help and support. This booklet will guide you through the types of support we can offer your child and who within the school will help you in this process.

Teaching and Learning

In all lessons we strive to provide our children with first quality teaching. We do this by using a broad range of teaching and learning styles to support the needs of all the children within our classes. Learning objectives are tailored to the children’s differing levels of ability and the achievement of our children is measured daily through pupil feedback and marking and half termly through more detailed assessment.

Our classes are supported by knowledgeable, experienced teaching assistants and we run a range of catch up and intervention programmes to support children when needed.
Our half termly assessments are reviewed by our senior leaders where adjustments can be made to the support classes, groups or individuals receive. You will be kept informed of your child’s progress through interim and end of year reports as well as twice yearly parents evenings. You are of course welcome to speak to your child’s teacher informally at any time should you have any concerns.

Identifying Difficulties

If we feel a child is still not making the kind of progress we would expect, despite intervention groups or if a child starts with us displaying a higher than expected level of need, the child may be considered as having Special Educational Needs (SEN). If this is the case your child will be supported as they previously had been but we would begin to look more closely at what might be causing barriers to their learning. They will be placed on the schools SEN register and parents will be kept fully informed of this process.
Once a child has been placed on the SEN register this gives us an opportunity to look more closely at your child’s needs and what we can do as a school to support them. This may involve extra support within lessons, involvement in specific intervention groups or contacting an outside agency (such as the speech and language service) who can offer more targeted support and guidance to the school and the child.

Approximately 1/5 of children have some special educational need at some point in their school career and this is as different and unique as the child itself. Children can be moved on and off the register at any time in their school career. It may be the short term boost a child needs to catch them up to an expected level or it could mean a long term support to help a child make sense of the school curriculum.

Difficulties a child with SEN may have may include:

  • Accessing and understanding the curriculum
  • Specific difficulties with reading, writing or maths
  • Information processing
  • Concentration
  • Speech and language
  • Organisation and self care
  • Physical/ mobility
  • Visual/ hearing
  • Making friends and managing relationships
  • Managing own behaviour.

Once a child’s specific area of need has been identified we will work alongside parents as you are the ones who know your child best. We will find the best way possible to support your child.

Involving Parents

At all stages of the identification and support of a child with SEND you will be kept fully informed. Your views and opinions are very important to us and will be recorded throughout the whole process. You will be invited into school for an extra parents evenings and for review meetings throughout the year to keep you up to date with the extra support we have given your child and the outcomes we have found.

SEN terminology

Once a child has been placed onto the SEN register we will continually assess their level of need. If they need extra support, above most children their age, they may be considered to be ‘needing additional SEN support’.

In the past this was referred to as School Action and School Action plus; this may have involved extra support in class from a teaching assistant, small group or individual targeted support out of class, special resources within class to support learning or involvement from health care professionals such as speech and language service or an educational psychologist.

If your child has more complex or severe needs we may consider an assessment with an educational psychologist and contact the local education authority to ask for extra provision to fully support your child. This could mean extra money for staffing, special equipment or regular specialist input from healthcare professionals. Children who have this level of need will have an ‘Educational Health and Care plan (EHC). In the past these children had a ‘Statement’ of educational need and may have had a ‘Resource Agreement’ from the local authority. The process of changing children from a statement to an EHC will be a gradual one.

How will I know what support my child has?

Once a child has been placed on the SEN register they will have an individual ‘Pupil Profile’ written for them this will highlight the strengths and difficulties your child has, the outcomes we have all agreed for your child, how the school is supporting your child to achieve these outcomes and we will monitor their progress on this. You will be kept updated of this when it is written and your opinions and thoughts will be incorporated.  You can read it again at parents evening and at any point you require. The first page of the pupil profile will be a one page snap shot of your child and this will be shared with any adult who works with your child so they quickly understand their areas of need and strengths. If your child requires an EHC you will be kept fully informed at all stages of its writing and your views and opinions are paramount.

Who may support my child?

  • Firstly, your child’s teacher will ensure your child receives first quality teaching which is set at a level appropriate for your child.
  • Each class has support at some time during the week from one or more of our experienced teaching assistants. They support individuals and groups with their learning both in classes and through targeted intervention groups.
  • We commission a play therapist who works weekly within our school with small groups of children who may have emotional difficulties, difficulties with friendships or who may be experiencing some period of trauma.
  • One of our teaching assistants has been trained in Art Therapy and delivers this to some of our SEN children.
  • Teaching assistants are trained to deliver appropriate speech and langiage and social communication interventions for individuals and small groups
  • Our SENCO Mrs Williams will coordinate the teaching and learning of children on the SEN register and coordinate SEN provision in the school.
  • We have a designate SEN governor to work with Mrs Williams in SEN coordination in school; Geraldine Richmond
  • We will sometimes require specialist outside agencies to support certain children, these may include speech therapists, occupational therapists or educational psychologists to name a few.

To enable our staff to have the most up to date SEN knowledge we will be accessing a programme of ongoing training both in school and from outside agencies. This may take the form of whole school training or individual training shared with staff. Our training needs will be in line with our school improvement plan.

How will the school manage transitions for my child?

Times of transition and change can be particularly distressing and stressful for children with SEND. We manage this process with care and sensitivity, as every child is different this process is different too. Teachers take part in transition meetings early in the summer term to share information regarding our SEND children and the children are offered extra time with their new teachers if needed. We have differing transition programmes to support children at key points in their school journey in addition to annual transition programmes to support children in their move to new classes.

Who should I contact if I have any concerns about my child?

Talk directly to your child’s teacher.

Our school has a designated staff member to support our special needs children. Our SENCO (special educational needs coordinator) is Mrs Williams.

You can speak to your child’s phase leader (EYFS: Miss Scott, KS1: Mrs Philips, Lower KS2: Mrs Rogers, Upper KS2: Mr Low), or the head teacher, Mrs Maguire.

Contact details

School Office: 0161 432 7635
Information, advice and support (IAS) Manchester (formally Parent Partnership): 0161 209 8356
School Nurse Service: 0161 215 2012

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